31 The driver was asked to show his car registration at a police ＿＿＿ .（A）officer（B）checkpoint（C）sidewalk（D）stop

32 When she came in from the rainstorm, Mary looked as if she ＿＿＿ a shower with her clothes on.（A）was taken（B）takes（C）has taken（D）had taken

33 Since I intend to stay here for one year only, it is a waste of money to purchase any furniture. So a ＿＿＿ apartment is an ideal option for me.（A）furnished（B）modified（C）pendulous（D）spacious

34 Some people worried that an increased use of iris-scanning at ATM machines would ＿＿＿ to a dangerous loss of privacy.（A）give（B）lead（C）tend（D）rise

35 The monks were called up to indoctrinate the people, ＿＿＿ on the ultimate goals of life but on the political aims of the new government.（A）more than（B）as much as（C）not so much（D）on the one hand

36 My director Frank is beloved of people in every walk of life. There are few but think him companionable.（A）Frank loves every kind of people.（B）People of all professions love Frank.（C）Frank loves people on our street and likes to keep company with them.（D）Few people in the job market really love Frank; they just regard him as a colleague not a real friend.

37 Dr. Wu is an intelligent, conscientious, and inspiring teacher; ＿＿＿ , she is interested in her students.（A）however（B）otherwise（C）moreover（D）instead

38 The division of the world into heroes and villains is a habit he regards with suspicion.（A）He doubts the division of the world into heroes and villains.（B）He hates the division of the world into heroes and villains.（C）He favors the division of the world into heroes and villains.（D）He proposes the division of the world into heroes and villains.

39 The chances are good that you will win the tournament.（A）It is definite that you will win the tournament.（B）It is unlikely that you will win the tournament.（C）It is quite probable that you will win the tournament.（D）It is unclear whether you will win the tournament or not.

40 A:“Do you need a ride?” B:“Thanks, but Mike ＿＿＿ home.”（A）gives a ride（B）is giving me a ride（C）give a ride to me（D）rides me

Studies have reported that women are more likely to use standard, prestige linguistic forms than are men of the same social class. One account for this phenomenon is the so-called “linguistic insecurity.” The explanation claims that women ＿41＿ the prestigious and more standardized language of the social classes immediately above their own in order to become more prestigious and powerful themselves. This account was ＿42＿ advanced as a way of explaining not only women’s usage patterns but also the usage patterns in these same studies of the lower middle class, which “hypercorrected” its language, emulating linguistic features of the middle class in order to gain social prestige. In this way the language of men was linked to a working-class orientation seeking ＿43＿ prestige and local affiliation, while the language of women, reaching upward across sociolinguistic class strata, was held to reflect their social and linguistic insecurity. One problem with this account is that it takes our social stereotypes and reifies them into scientific explanation. We might easily understand the situation as working in the opposite direction, with local, vernacular ＿44＿ to sound like “one of the guys” as a kind of linguistic insecurity. This account is therefore unsatisfactory because it tries to forge a simple link between language use and gender across a wide variety of situations, while ＿45＿ the possibility that other social factors, such as ethnic identity and workplace interactions, might play a crucial role.41（A）investigate（B）intensify（C）interpret（D）imitate

42（A）initially（B）aggressively（C）tremendously（D）simultaneously

43（A）political（B）gender（C）covert（D）sociable

44（A）solidarity（B）community（C）sociability（D）conventionality

45（A）accepting（B）exploring（C）ignoring（D）unveiling

Sometime around the seventh grade, many American students are introduced to the tale of 10 blind men inspecting an elephant. When each blind man reaches different conclusions about the creature, the students are invited to consider whether truth is absolute or lies in the eye of the beholder. College professors and administrators might want to remember that fable when they take the measure of American higher education. Many of them, who tend to see only what they stand to lose, perceive the beast as wounded, suffering from the shocks of rising costs, dwindling resources and life-draining cutbacks. But foreigners, who compare America’s universities with their own, often reach very different conclusions about the nature of the beast. If sheer numbers provide any proof, America’s universities and colleges are the envy of the world. For all their abiding troubles, the United States’ 3,500 institutions were flooded with 407,530 students from 193 different countries last year. Asia led the way with 39,600 students from China and 36,610 from Japan, followed by India and Canada. Many of the foreigners entered graduate and undergraduate programs in roughly equal numbers….Most European and Asian universities provide an elite service to a small and privileged clientele. While fully 60％ of all U.S. high school graduates attend college at some point in their life, just 30％ of the comparable German population, 28％ of the French, 20％ of the British and 37％ of the Japanese proceed beyond high school. German students who survive the Abitur or Britons who pass their A levels may still not qualify for a top university at home, but find American universities far more welcoming. Some U.S. schools acknowledge the rigor of European secondary training and will give up to a year’s credit to foreigners who have passed their high school exams.46 What do American college professors and administrators believe about American universities?（A）American universities are better than foreign universities.（B）There is a financial crisis in American universities.（C）American universities are well-equipped.（D）The students in American universities are not as good as those in foreign universities.

47 “Asia led the way with 39,600 students from China and 36,610 from Japan, followed by India and Canada.” This statement means ＿＿＿.（A）Asian students arrived first（B）Chinese students were in front of Japanese students（C）more students came from Asia than from anywhere else（D）Indian students followed Japanese students

48 The phrase “at some point in their life” in the third paragraph means that most U.S. high school graduates ＿＿＿.（A）enter college at the same age（B）enter college before they get married（C）enter college at different times（D）seldom enter college

49 According to this passage, which of the following statements is true?（A）More U.S. high school graduates go to college than their European counterparts.（B）More foreign students enter undergraduate schools than graduate schools.（C）Most foreign students in American universities come from Canada.（D）Secondary training in the U.S. is more difficult than that in Europe.

50 Why does the author begin the passage with the fable of the elephant?（A）The author thinks it is meaningless to define an elephant.（B）The author wants to emphasize that a blind man can never know what an elephant is like.（C）The author is especially interested in elephants.（D）The author wants to demonstrate that it is not easy to see the whole truth.